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Daniel Blackman Academic RankInstructor


  • Master in Applied Linguistics, Essex University (UK) English as a Foreign Language

Research Interests:

  • Teacher Training, Independent Learning, Course Design and Evaluation


MA Essex University, UK (1990-91) BA Warwick University, UK(1977-80) RSA Cert TEFLA (1982)
- Academic Coordinator/EFL Instructor (September 2006 - present) English Language Centre, University of Sharjah - Learning Resources Coordinator/EFL Instructor (September 1998 –June 2006) UAE University, UGRU - British Council-appointed Regional Teacher Trainer (June 1991- August 1998) University of Warsaw and Jagiellonian University, Poland - EFL Instructor (October 1989 – July 1990) Institute for Private Education, Kuwait. - Senior EFL Instructor (September 1986 – July 1989) The British Council English Language Centre, University of Wroclaw, Poland. - Senior EFL Instructor (September 1984 – June 1986) The Technical University of Wroclaw, Poland. - EFL Teacher (October 1983 – June 1984) The Christopoulos School of English, Athens, Greece. - EFL Instructor (December 1980 – July 1983) The Technical University of Wroclaw, Poland.
Curriculum design, test design
IATEFL, IL SiG Tesol Arabia
- Polish Your English, Halina Urbańska, Daniel Blackman. Wydawnictwa Szkolne i Pedagogiczne, 1991 (A vocabulary textbook for intermediate English students) - Tests in English - Phrasal Verbs, Daniel Blackman. Wydawnictwa Szkolne i Pedagogiczne, 1998 (A textbook for upper intermediate English students) - Setting Up an ILC , a case study and various short entries in a TESOL Arabia publication: Independent Learning Schemes: A Practical Approach, 2006
The Rector’s Prize awarded in 1985 was in recognition of my contribution to the teaching of English at the Technical University of Wroclaw, Poland.
My approach to teaching and teacher training has remained fundamentally unchanged for a number of years: an informed eclectic approach which takes into account students’ needs and course objectives. Students represent different learning styles and levels of ability, so it is essential to plan course work and individual lessons with these factors in mind. To sustain students’ interest and motivation in both the short- and long-term, a variety of teaching techniques and materials need to be employed. The psychological aspect of building rapport between teacher and student, and between student and student, impacts considerably on class dynamics. Similarly, fostering cultural sensitivity is a significant consideration, bearing in mind the different ethnic backgrounds of students in a given class. It is also essential to draw on students’ knowledge and experience of the world and use this to maximize their learning potential and their individual and collective contribution to the learning process.
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